Implementation:
All lessons build on prior learning and teachers support children to learn and remember more through:

• Providing children with a minimum of a discrete one-hour maths lesson per day which will be inclusive to all children;
• Use the principles and aims of the National Curriculum for Mathematics 2014 at the heart of mathematics teaching and learning;
• Take teaching objectives from the National Curriculum and Early Years Development Matter and Goals to ensure pitch of teaching and learning is appropriate for age-related expectations; 
• Teachers will follow a long-term plan for mathematics ensuring equal coverage of a spiral curriculum in Years 1-6; 
• Ensure EYFS children learn through a mixture of adult led activities and child-initiated activities both inside and outside of the classroom; 
• Expect teachers to make short-term plans appropriate for the needs of their class whilst ensuring all children have access to achieving their age-related expectations; 
• Promote a conceptual understanding (declarative knowledge) through the provision of concrete-pictorial-abstract representations;  
• Use a variety of teaching and learning styles in lessons;  
• Encourage mathematical talk including the use of correct vocabulary; 
• Identify rapid intervention needs as part of teaching and learning and acted on swiftly to ensure security of pupil’s understanding and readiness to progress; 
• Challenge children who grasp concepts rapidly through deep and rich learning opportunities before pace through the curriculum – ‘depth before pace’; 
• Ensure staff teach written calculation in-line with Jenny Cook’s ‘A Journey to Written Calculation’.